摘要
二语自我分型更清晰地表达了动机来源和倾向。本文基于二语自我分型调查数据,采用折线图、K均值聚类、单因素方差和回归等方法,就中国某大学10个EFL班级的二语自我分型特征进行分析,发现:(1)在二语自我分型组合上,共性是每个班的四型二语自我有共振现象;个性是共振在班级维度上呈现三种类型:弱共振、中度共振、强共振。(2)在二语自我分型与学习行为的匹配上,共性是所有班级的二语自我分型共振强度与其学习行为强度相匹配;个性是各型二语自我的强度与其对学习行为的影响不完全对等。
L2-self bifurcations can better express the source and orientation of L2 learning motivation.Based on the data collected through the scale of L2-self bifurcations and adopting line graph,Kmean cluster,ANOVA and Regression,this paper analyzed the characteristics of the L2-self bifurcations of 10 EFL classes in a university in China and the findings are:(1)Regarding the combination of 4 bifurcations(own/other Ideal L2 self,own/other ought L2 self),the similarity across 10 classes is the resonance of 4 bifurcations,the difference across them is each class had different levels of resonance,namely,weak,moderate and strong level.(2)Concerning the consistency of L2-self bifurcations with learning behavior,the similarity across 10 classes is the level of the class L2-self bifurcation resonance matched the level of learning behavior intensity,the difference across them is each specific L2-self bifurcation strength didn’t match its predictive power of learning behavior.
作者
詹先君
洪民
王祥德
ZHAN Xianjun;HONG Min;WANG Xiangde
出处
《语言教育》
2022年第4期57-70,共14页
Language Education
基金
安徽省教育厅重大科研项目“基于可能自我的二语交际行为触发研究”(项目编号:SK2020ZD016)的阶段性成果
安徽科技学院质量工程项目“基于专业认证的师范生实践教学研究”(项目编号:X2021079)的阶段性成果。
